E-Shape
Aim
1. To find the E total on a 10x8 grid.
2. To find a formula to find the sum of the numbers in an E-shape on
any width grid
3. To discover other ways to alter my investigation.
1. E total= 196 E1=196
2. 5 6 7
9
17 18 19
25
33 34 35 The red is the E number
Etotal= 240
(11E)+185= E total
25 26 27
33
41 42 43
44
57 58 59
(11x25)+185= 460 E total= 460
The E number is the top left hand number in the E.
E+1 E+2 E+3
E+8
E+16 E+17 E+18
E+24
E+32 E+33 E+34
This is my formula for any E on a 10x8 grid.
To find the E total you must add up all the numbers in the E for the
formula to find the E Total in the grid (E+1, E+2 etc.)
All the numbers in the E add up to 185 and there are 11 squares in the
E, then times the E number by 11 and add 185, then you get the E total
of any E on a 10x8 grid.
E=5
5+(5+1)+ (5+2) + (5+8) + (5+16) + (5+17) + (5+18) + (5+24) + (5+32) +
(5+33) + (5+34).
I will change my investigation around to find a new formula, I have
thought of some different ways to change my investigation:
· Changing the width of the grid
· Changing the height of the grid
· Changing the width of the “E”
· Changing the height of the “E”
I have decided to change my investigation by changing the width of the
grid to 10x9 (after I have found out the formula I shall increase the
width by 1 each time).
Show your work. Note that your answer will probably not be an even whole number as it is in the examples, so round to the nearest whole number.
I did 6n and took the answer from the stair total (t). This left me
In this scenario, I have to calculate the quiz scores by adding 94 + 93 + 85 + 0 = 272, and then divide by 4. The average of my quiz score is 68. This is a numeric data. Numerical data are numbers; we can count or measure it (Yakir, 2011).
Addition and Subtraction- in that order as well. To explain this, we will solve the problem above:
2 + 0.75(100) = 77. However, in any particular year when sales X = 100, the actual cost of goods sold can deviate randomly around 77. This deviation from the average is called the “disturbance” or the “error” and is represented by “e”.
entered one at a time and their volume was computed in order to add to
every number. Then move your ruler down to the bottom. No, put it across the bottom. Now
= 3 ´ E(C-H) + 1 ´ E(C-O) + 1 ´ E(O-H) + 1.5 ´ E(O=O)
program for analysis. Each correct answer on the form was given a value of 10
This would seem to be an astounding figure, but when the figure of the total
Children can enhance their understanding of difficult addition and subtraction problems, when they learn to recognize how the combination of two or more numbers demonstrate a total (Fuson, Clements, & Beckmann, 2011). As students advance from Kindergarten through second grade they learn various strategies to solve addition and subtraction problems. The methods can be summarize into three distinctive categories called count all, count on, and recompose (Fuson, Clements, & Beckmann, 2011). The strategies vary faintly in simplicity and application. I will demonstrate how students can apply the count all, count on, and recompose strategies to solve addition and subtraction problems involving many levels of difficulty.
Text Box: In the square grids I shall call the sides N. I have colour coded which numbers should be multiplied by which. To work out the answer the calculation is: (2 x 3) – (1 x 4) = Answer Then if I simplify this: 6 - 4 = 2 Therefore: Answer = 2
x 3, 4 x 4 x 4, 5 x 5 x 5, 6 x 6 x 6, 7 x 7 x 7, 8 x 8 x 8, 9 x 9 x 9)
Once we know all the values of the ingredients, the value can be multiplied by the
and 8 can be written as 2 , while 5, 6, and 7 can be written using some